This placement should consolidate and extend experiences and skills gained in previous placements. Students will be assessed against the Standard for Provisional Registration as published by the General Teaching Council for Scotland.

Students must spend 5 weeks in school based practice. Indicated hours are given below: these are approximate.

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Assessment of performance during continuous observation by field professionals will be formalised in a school experience report. The school experience report will be provided by the principal teacher or faculty head of the placement school. The report will be graded satisfactory or unsatisfactory. Not visit will be made by a specialist school experience tutor (SET)

This course aims to provide an introduction to teaching design and technical subjects and aspects of the secondary school technologies curriculum. It aims to give students a realistic experience of the role of the teacher and the practice of technical education. This is a formative and experiential course which serves as an induction for future periods of school experience within the programme. The course seeks to allow students to take their first steps into teaching within a supportive and developmental context.

This course supports the achievement of all elements of the Standard for Provisional Registration, in particular, at this early stage:

2.1.1 Have knowledge and understanding of the nature of the curriculum and its development

2.1.2 Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum

2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes

2.1.5 Have knowledge and understanding of the principles of assessment, recording and reporting

2.2.1 Have knowledge and understanding of the principal features of the education system, educational policy and practice

2.2.2 Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them

2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices

By the end of this course students will be able to:

■ Understanding of the principles of curriculum design and the contexts for learning with particular reference to relevant areas of the Design and Technology curriculum;

■ Planning of coherent, progressive and stimulating teaching which matches learners' needs and abilities within Design and Technology curricular areas while demonstrating high expectations of learners;

■ Awareness of connections with other curricular areas, stages and sectors.

■ Knowledge and understanding of theory and practical skills in curricular areas, referring to local and national guidance;

■ Knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning; 

■ Understanding of how to match the level of curricular areas to the needs of all learners;

■ Design and use of materials for teaching and learning to stimulate, support and challenge all learners;

■ Planning for effective teaching and learning across different contexts and experiences;

■ Justifications for content and pedagogic choices within the Design and Technology curriculum and demonstrate their relevance to the needs of all learners;

■ Knowledge of how to promote and support the cognitive, emotional, social and physical wellbeing of all learners in their care, and show commitment to raising these learners' expectations of themselves;

■ How to create a safe, caring and purposeful learning environment in which challenging behaviour is responded to appropriately using positive behaviour strategies;

■ Understanding of assessment, recording and reporting as an integral part of the teaching process to support and enhance learning

■ Understanding of the content of the curriculum in relation to literacy, numeracy and health and wellbeing as set out in national guidance;

■ Understanding and application of key principles of assessment, recording and reporting and show understanding that these are integral to processes of teaching and learning;

■ Knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices; 

■ Knowledge and understanding of the principal features of the education system, educational policy and practice;

■ How their lesson content and pedagogies are informed by relevant legislation such as the Education (Additional Support for Learning) (Scotland) Act 2004, the Equality Act 2010 and GIRFEC;

■ Show understanding of the schools and learning communities in which they teach and their own professional responsibilities within them;

■ Effective communication and productive interactions with learners, individually and collectively.

■ Show effective partnership working with school colleagues and other agencies;

■ Work effectively in partnership in order to promote learning and wellbeing;

■ Have knowledge and understanding of the importance of research and engagement in professional enquiry;

■ Read and critically engage with professional literature, educational research and policy

■ Engagement with reflective practice to improve their professional knowledge and understanding.

Students must demonstrate professional behaviour and achieve a pass grade from joint assessment of school experience undertaken by university tutors and school-based placement partners. Students must meet the GTCS requirements for attendance during placement.